Hogeschool van Amsterdam

Cities Including Children

a framework for an educational program

Based on the literature review on inclusion, the inter-professional competence profile and the films, a concept framework has been developed for an educational program for higher education students.

The aim of the program is to deepen the understanding of social inclusion in theory and practice among students. Apart from social inclusion being incorporated into a module, the focus on social inclusion should be an ongoing theme all the way through an educational program. Therefore suggestions as to how this can be achieved are made, in addition to the development of a concept module.

In this concept module three elements are developed that are strongly integrated. These are: content/learning activities, didactics and organization. The concept module includes Intended Learning Outcomes that focus on analyzing theory, applying it on different levels such as practice, policy and organization and exploring how these different elements influence each other, comparing these elements internationally and creating suggestions to improve the local practice of social inclusion. The content and learning activities are largely based on the four other intellectual outputs: the literature review, the competence profile, the films and interviews and the publication for local policy makers. These outputs are supplemented with didactic tools such as assignments, discussion material and study questions. Social interaction and double loop learning are essential approaches in the didactics.

Click here for 'A case from kindergarten Amsterdam'

Click her for 'A case from Sølund in Denmark'

Click here for 'A case from Stenurten in Denmark'

Click here for 'A case from a Kita in Berlin'

Click here for 'Two Cases from Hans Christian Andersen Kindergarten in Ljubljana Slovenia'

Click here for 'Two cases from the Dutch PACT Project'

Click her for 'Educational framework for a module on social inclusion'

Published by  Centre for Applied Research in Education 21 May 2019